Core principles to reduce current variations that exist in grading of midwifery practice in the United Kingdom

Fisher, M, Bower, H, Chenery-morris, Samantha, Jackson, J and Way, S (2017) Core principles to reduce current variations that exist in grading of midwifery practice in the United Kingdom. Nurse Education in Practice, 24 (3). pp. 54-60. ISSN 1471-5953

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Abstract

Aim
To reduce variations in grading of midwifery practice and enhance reliability of assessment.

Background
The first phase of a national project showed there to be widely ranging interpretation and application of professional educational standards in relation to grading of practice in midwifery. This raised concerns about reliability and equity of professional assessment. The second phase therefore sought to achieve consensus on a set of core principles.

Methods
A participatory action research process in two stages, using a Mini-Delphi approach. Educational leads from all 55 institutions delivering midwifery programmes nationally were invited to participate. Stage one: Questionnaire comprising 12 statements drawn from the findings of the initial phase of the project. Stage two: Face-to-face discussion.

Findings
Statements were categorised based on questionnaire responses: 1) Consensus, 2) Staged consensus, 2) Minor modifications, 4) Controversial. Consensus was achieved on 11 core principles through group discussion; only one was omitted from the final set.

Recommendations
All midwifery programmes nationally to incorporate the agreed core principles. Findings should be disseminated to the regulatory body to help inform changes to midwifery and nursing educational standards. The core principles may also contribute to curriculum development in midwifery and other professions internationally.

Item Type: Article
Uncontrolled Keywords: grading, practice, assessment, midwifery, professional, participatory action research
Subjects: R Medicine > R Medicine (General)
Divisions: Faculty of Health & Science > Department of Health Studies
Depositing User: David Upson-Dale
Date Deposited: 24 Apr 2018 10:34
Last Modified: 30 Apr 2018 11:28
URI: http://oars.uos.ac.uk/id/eprint/594

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